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Published by rwegner, 2017-08-04 00:29:13

JUMP Math Implementation Guide

JUMP Math Implementation Guide includes information on how to use the curriculum, how to award credits and much more.

JUMP Math

Implementation Guide for JMCS

Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
https://jumpmath.org/jump/us

1

TABLE OF CONTENTS 3
5
JUMP Math Overview 6
What is JUMP Math? 6
JUMP Math Materials at Your Site 7
7
JUMP Math Supplemental Materials 7
How to Use JUMP Math 7
8
Direct Instruction 9
Course Enrollment 10
Awarding Credits 11
Making Copies of Student Workbooks 12
Deciding What Grade Level to Teach 15
STAR Fact Sheet 18
STAR Grade Level – Skill Alignment Checklist 22
Sample Student STAR Report and Placement 24
Sample Student TABE Report and Placement 28
10 Common Barriers to Learning Math – And Their Solutions 29
Number Sense – How to Learn Your Times Tables in 5 Days
Hints for Helping Students Who Have Fallen Behind
Positive Norms to Encourage in Math Class
Sample Math Class Norms

2

JUMP Math’s Guided Discovery approach is
second to none in terms of mathematical
rigor. However, their efficacy is also rooted
that effort can lead to success are more

3

How JUMP Math Works “JUMP Math demonstrates all the
principles of good instructional design:
• Clear lesson plans minimize preparation 1) proper sequencing with step-by-step,
time and build deep knowledge and manageable bite-sized pieces; 2)
confidence. scaffolds that provide ways for teachers
to support students as they move from
• Guided discovery and Socratic questions one step to another; and 3) an
lead students to explore ideas and emphasis on visual representations and
discover concepts. patterns that make math concepts
accessible. What JUMP Math does for
• Meticulous scaffolding and review ensure teachers is create a way into
that students are prepared to succeed. pedagogical content knowledge ... and
the practice materials with bonus and
• In-the-moment assessment enables enrichment items are gold for a busy
teachers to address challenges as they teacher.”
arise.
– Harriet Fayne, Dean, Lehman College, School of
• Gradually increasing the complexity of Education, CUNY
language allows ELL students to succeed
in math.

• Student resources avoid visual clutter,
which can detract from learning.

• Innovative bonus questions keep all
students energized and learning.

• Job-embedded professional development
respects teachers’ time and builds deep
understanding of mathematical principles.

Photo credit: AKA Photography Program Components

• Full program materials for Kindergarten to grade 8
• Teacher resources, including:

» user-friendly lesson plans
» advanced problem-solving lessons

(grades 3 to 8)
» modifiable quizzes and tests
» scoring guides and rubrics
» answer keys (grades 3 to 8)
» Common Core curriculum correlations

• Interactive whiteboard materials
• Student Assessment & Practice books
• Confidence Building Units

• Professional development, coaching, and support

4

WHAT IS JUMP MATH?
The CliffsNotes Version

Every student can learn math and love it.
We are an award-winning non-profit dedicated to helping people lead more fulfilled lives. Our evidence-based
curricula and professional development replaces math anxiety with an understanding and a love of math in
students and educators.

Lessons are chunked in small steps.
The JUMP Math program delivers the mathematical curriculum through the method of "guided discovery." In
JUMP lessons, students explore and discover mathematical concepts independently in manageable steps, while
the teacher provides sufficient guidance, examples, feedback and scaffolding for all students to meet their full
potential.

Lesson flow:
• Teach one small step for 1-3 minutes
• Students practice and teacher checks for understanding
• Teacher either scaffolds and repeats the step or moves on to next step
• Process is repeated for each step in the problem
• Possible extension activity

Curriculum is comprehensive.
JUMP's extensive Teacher Materials are the core of the JUMP program. The lesson plans in the guides cover
the full curriculum and include ideas for:

• contextualizing mathematical concepts
• mini-assessments and questions for formative assessment
• problems and challenges that allow students to investigate and develop concepts
• mental math exercises to help students develop computational fluency and automatic recall of facts
• extension questions for students who finish their work early
• variety of games and activities with concrete materials

The JUMP Assessment and Practice books, which are used at the end of a lesson, help teachers assess whether
students understood the lesson and give students sufficient practice to consolidate skills and concepts.

JUMP is easily differentiated.
JUMP lesson plans and materials allow teachers to differentiate instruction by providing extra practice,
scaffolding and continuous assessment for students who need it, and more advanced work for students who
finish their work early. But while instruction is differentiated, the significant majority of students are expected
to meet the same standards.

Resources compiled and created by Rachel Wegner
5/2017

5

JUMP MATH MATERIALS AT YOUR SITE

GRADE 4 All Teacher Resource Binders include:
● Teacher Resource Binder • An introduction to the JUMP Math
● 2 AP 4.1 Student Books (Assessment & Practice) philosophy and teaching method
● 2 AP 4.2 Student Books (Assessment & Practice) • Mental Math resources
• Detailed Common Core State
GRADE 5 Standards-based lesson plans
● Teacher Resource Binder • Problem-solving lessons and
● 2 AP 5.1 Student Books (Assessment & Practice) performance tasks
● 2 AP 5.2 Student Books (Assessment & Practice) • Group activities and extension
exercises
GRADE 6 • Blackline Masters
● Teacher Resource Binder
● 2 AP 6.1 Student Books (Assessment & Practice)
● 2 AP 6.2 Student Books (Assessment & Practice)

GRADE 7
● Teacher Resource Binder
● 2 AP 7.1 Student Books (Assessment & Practice)
● 2 AP 7.2 Student Books (Assessment & Practice)

GRADE 8
● Teacher Resource Binder
● 2 AP 8.1 Student Books (Assessment & Practice)
● 2 AP 8.2 Student Books (Assessment & Practice)

JUMP MATH SUPPLEMENTAL MATERIALS

JUMP Math at a Glance: free 45-minute introductory webinar
● https://jumpmath.org/jump/en/webinars_2

Teacher Support Site
● http://jumpmathteachers.org/wp/

Materials available for free printing online
● https://jumpmath.org/jump/us/
Lesson plans
Blackline masters
Answer keys
Unit quizzes and tests
And more...

Resources compiled and created by Rachel Wegner
5/2017

6

HOW TO USE JUMP MATH

Important to note for JMCS:

• This is a direct instruction skills acceleration curriculum
• This should be taught directly by credentialed teachers
• Coaches/tutors/instructional aides may use the materials under the direction of the teacher
• Students should work with the grade level materials corresponding to their skill gaps
• Grades 4-7 should be assigned as IE credits (up to 5 credits may be awarded as math)
• Grade 8 may be assigned as math or IE credits
• You must make copies of the student assessment and practice book pages – save the original

books as your teacher masters

DIRECT INSTRUCTION

1. Read the “Deciding What to Teach” section in this guide to learn how to set up and run small groups.
2. Run flexible small groups to fill in skill gaps according to STAR/TABE assessment data.
3. Re-assess when skills have been learned and re-structure groups as needed.

COURSE ENROLLMENT

There is no specific JMCS course for JUMP math. Students should be enrolled into the JMCS math course that
corresponds to their STAR/TABE grade level scores:

STAR/TABE SCORE COURSE CURRICULUM CREDIT TYPE
ENROLLMENT
0 – 5.9 Principles of Math I JUMP Math – 4th/5th Grade IE
6.0 – 7.9 JUMP Math – 6th/7th Grade
Principles of Math II *Up to 5 credits can be Math
8.0 + JUMP Math – 8th Grade
8.0 + Principles of Math III JUMP Math – 8th Grade IE
Pre-Algebra
*Up to 5 credits can be Math

Math

Math

AWARDING CREDITS

Each component of JUMP math is worth 0.1 credits. This includes lessons (all components and participation),
quizzes and tests.

ACTIVITY CREDIT AMOUNT
Lesson 0.1
0.1
*includes: participation, AP worksheet, extensions, other activities 0.1

Quiz

Test

Resources compiled and created by Rachel Wegner
5/2017

7

MAKE COPIES OF THE STUDENT ASSESSMENT & PRACTICE BOOK PAGES

Your site has received 2 copies of each A&P book for each binder. Save these copies as your teacher masters.
• Copy pages as needed and have students work on copies
• Replacement of any A&P books will come from site budgets (contact the Director of Curriculum for
ordering information)
• You may order additional A&P books with the approval of your director. Contact the Director of
Curriculum for more information.

Resources compiled and created by Rachel Wegner
5/2017

8

DECIDING WHAT GRADE LEVEL TO TEACH

Use your STAR/TABE assessment data. Sample reports and student placements follow this section.

1. Select students to use JUMP math. Any student testing at a 0-8th grade level should use this material in a
direct instruction setting.

2. Group your students according to their math grade level score on STAR/TABE.

STAR: Use the Student Diagnostic Report to place a student
(Math > Diagnostic with the "Show Skill Area Scores" preference selected to "yes")

TABE: Use the Individual Profile Report to place a student
(Group Report > individual name > individual profile report –*do not confuse with “individual
portfolio report”)

3. If using STAR:
a. Read the STAR Fact Sheet on the following page.
b. Use the checklist on the following page to identify the skills students need according to their GE
score.
c. Review the table of contents for the corresponding JUMP math grade level binder to determine
which targeted skill lessons students need.
d. Teach those JUMP lessons to fill in gaps in student knowledge.

4. If using TABE:
a. Use the students’ Individual Profile Reports to determine the skills students need.
b. Review the table of contents for the corresponding JUMP math grade level binder to determine
which targeted skill lessons students need.
c. Teach those JUMP lessons to fill in gaps in student knowledge.

5. Teach small groups of similar skill needs using targeted JUMP math lessons.

6. Re-assess on STAR/TABE at the student’s 4 month testing mark and re-evaluate skill gaps. Re-group
students as needed.

Resources compiled and created by Rachel Wegner
5/2017

9

STAR FACT SHEET

• STAR scores represent missing skills and the grade level at which they should have been learned.
They DO NOT represent an average grade level at which the student is functioning. For instance, a
4.5 score means a student hasn’t mastered a skill that is generally taught in the middle of the 4th grade
year. It doesn’t necessarily mean that the student is at a 4th grade level in math overall, because they
could very well have a good understanding of more challenging material but the test would not allow
them to demonstrate that knowledge because it stops testing as soon as one skill is noted as missing.

• Student scores are based on “frustration level”, meaning that questions get progressively more
challenging. This continues until a student either stops answering them correctly or answers all of the
questions. Those that complete the assessment generally score > 10th grade.

• The skills on the STAR Grade Level – Skill Alignment Checklist were taken directly from the
Diagnostic Reports from students who scored within the given ranges.

• The checklists are living documents that are still missing a few pieces of information (i.e. there are not
yet scores of 5.2 or below 2.0 on the Math Checklist). If you have come across or do come across these
scores please email a scanned copy of the diagnostic report to the Director of Curriculum so that we can
update the forms.

• Recommended use for these checklists:

1. Work with students in small groups based on their score levels
2. Work on the specific skills listed in the checklists for their score level
3. Some students need extensive practice but others may just need a brief refresher
4. After students have demonstrated mastery of the skills within a given range, ensure they retest

at their 4 month mark. You may see they jump a few grade levels at a time once a missing skill
is mastered.
5. Groups should be flexible and always changing

Resources compiled and created by Rachel Wegner
5/2017

10

STAR GRADE LEVEL – SKILL ALIGNMENT CHECKLIST

Created by Charles Boulden

☐ 2.0 – 2.3 Learn the meaning of the ones and tens places for numbers 10 - 100
☐ 2.0 – 2.3 Practice counting to 100 by 10 counting to 1,000 by hundreds
☐ 2.0 – 2.3 Adding and subtracting two & three-digit numbers without regrouping
☐ 2.4 – 2.9 Place-value in three-digit numbers
☐ 2.4 – 2.9 Use both names and numbers for three-digit numbers
☐ 2.4 – 2.9 Round to the nearest ten and hundred
☐ 2.4 – 2.9 Practice adding and subtracting two-digit numbers with regrouping
☐ 2.4 – 2.9 Adding and subtracting three-digit numbers with regrouping
☐ 2.4 – 2.9 Estimate by rounding when adding and subtracting two-digit numbers
☐ 3.0 – 3.7 Working with four-digit numbers
☐ 3.0 – 3.7 Learn hundred thousands and millions
☐ 3.0 – 3.7 Adding and subtracting four-digit numbers with regrouping
☐ 3.0 – 3.7 Work toward mastery of multiplication and division basic facts
☐ 3.8 – 4.4 Understand place value in hundred thousands and millions
☐ 3.8 – 4.4 Adding, subtracting, multiplying, and dividing large numbers
☐ 3.8 – 4.4 Estimate by rounding large numbers
☐ 3.8 – 4.4 Begin to work with fractions
☐ 4.5 – 5.1 Work with a variety of fractions, using physical models to enhance

understanding
☐ 4.5 – 5.1 Understand the relationship between fractions and decimals
☐ 4.5 – 5.1 Add and subtract fractions with like denominators
☐ 4.5 – 5.1 Use fractions with like denominators in word problems
☐ 4.5 – 5.1 Add and subtract numbers with the same number of decimal places
☐ 5.3 – 6.1 Conversion between fractions and decimals
☐ 5.3 – 6.1 Adding and subtracting fractions with unlike denominators
☐ 5.3 – 6.1 Begin to learn advanced number concepts (square roots and exponents)
☐ 6.2 – 7.2 Add, subtract, multiply, and divide fractions and decimals
☐ 6.2 – 7.2 Begin to learn to estimate with fractions and decimals
☐ 6.2 – 7.2 Begin to understand and work with percentages
☐ 6.2 – 7.2 Continue advanced number concepts (squares, square roots, primes,

composites, GCF, & LCM
☐ 7.3 – 8.5 Computation with fractions, decimals, and percentages
☐ 7.3 – 8.5 Practice estimating with fractions, decimals, and percentages
☐ 7.3 – 8.5 Powers and roots, negative numbers, scientific notation, and factoring

Resources compiled and created by Rachel Wegner
5/2017

11

SAMPLE STUDENT STAR REPORT AND PLACEMENT

Student Diagnostic Report 1 of 2

Enterprise Test

Printed Friday, June 2, 2017 11:02:59 AM

School: John Muir Charter School Test Date: November 8, 2016 2:25 PM
Test Time: 18 minutes 15 seconds

Report Options
Use Trend Score: Use trend score for student's suggested skills

ID: Class:
Grade: 7 Teacher:

School Benchmark - Grade 7

û Urgent Intervention û Intervention û On Watch û At/Above Benchmark

STAR Math Scores û Intervention 's Scaled Score is based on the difficulty of questions
SS: 661 (Scaled Score) and the number of correct responses.

PR: 18 (Percentile Rank) scored greater than 18% of students nationally in the
GE: 4.9 (Grade Equivalent) same grade.

's test performance is comparable to that of an average
fourth grader after the ninth month of the school year.

Domain Scores

Algebra Domain scores, ranging from 0-100, estimate 's percent
Expressions and Equations: 19
of mastery on skills in each domain at a seventh grade level.
Geometry
Geometry: 14

Numbers and Operations
Ratios and Proportional Relationships: 18
The Number System: 33

Statistics and Probability
Statistics and Probability: 3

Algebra Readiness

is not yet meeting grade level expectations for algebra readiness.
Math Recommendation

Accelerated Math™ Library: Grade 4 If you are using the Accelerated Math™ management

software system with , assign the Grade 4 library. This

library should provide a good match for his or her abilities.

12

Student Diagnostic Report 2 of 2

Enterprise Test

Printed Friday, June 2, 2017 11:02:59 AM

School: John Muir Charter School Test Date: November 8, 2016 2:25 PM
Test Time: 18 minutes 15 seconds

ID: Class:
Grade: 7 Teacher:

Skill Details

Skill Area Scores, ranging from 0-100, estimate ’s percent of mastery of skills in each skill area. Use Core Progress

Math built for CA learning progressions to find worked examples and example problems for skills in each skill area.

Expressions and Equations Domain Score: 19
Domain Score: 14
Score Domain Score: 18
19 Decimal Concepts and Operations Domain Score: 33
18 Linear Expressions, Equations, and Inequalities
Domain Score: 3
Geometry

Score
9 Geometry: Three-Dimensional Shapes and Attributes

22 Perimeter, Circumference, and Area

Ratios and Proportional Relationships

Score
18 Percents, Ratios, and Proportions

The Number System

Score
33 Integers

Statistics and Probability

Score
3 Combinatorics and Probability

13

SAMPLE JUMP MATH STUDENT PLACEMENT PROCESS
Based on the lowest subtopic scores highlighted in this report, lessons should include targeted
instruction on the following identified skills:

1. Statistics and probability
2. 3-dimensional shapes and attributes
3. Percents, ratios and proportions
4. Linear expressions, equations and inequalities
5. Decimals
Based on this student's GE score of 4.9, the STAR Grade Level Skill Alignment Checklist delineates the
following additional needs:
4.5 – 5.1 Work with a variety of fractions, using physical models to enhance

understanding
4.5 – 5.1 Understand the relationship between fractions and decimals
4.5 – 5.1 Add and subtract fractions with like denominators
4.5 – 5.1 Use fractions with like denominators in word problems
4.5 – 5.1 Add and subtract numbers with the same number of decimal places
This student should begin work in the JUMP Math Grade Level 4.2 book.

14

SAMPLE STUDENT TABE REPORT AND PLACEMENT

Individual Profile:
Report Criteria

ID: State: John Muir Charter School Test Scheduler: All Schedulers

Test Name: TABE 9 Online Survey District:

Test Finish 5/1/2017 School:
Date: Class: 2015-2016
06-02-2017 2:01:25
Report Date: PM

Test Results Level Number of Questions Scale Grade National Normal National %
Total Correct Attempted Score Equivalent Percentile Curve Stanine Objectives
Content Area D Equivalent Mastery
E
Reading E 25 15 24 515 5.9 48 49 5 60
Math Computation D
Applied Mathematics D 25 18 25 427 3.6 17 30 3 60
Language D
Vocabulary D 25 18 25 478 5.2 35 42 4 33
Language Mechanics
Spelling 25 18 25 542 7.4 68 60 6 67
Total Mathematics*
Total Battery** 20 13 20 489 5.0 36 42 4 67

20 7 20 424 2.4 19 32 3 0

20 7 20 413 4.3 20 32 3 0

50 36 50 452 4.4 26 36 4

100 69 99 503 5.4 48 49 5

Predictive Analysis Recommendation NRS Levels***

Content Predictive GED (2002 Recommended Content Area NRS Levels
Activity Language Level 4
Area series) Score Review Reading Level 3
Review Total Mathematics Level 3
Reading 360
Review
Science 350
Review
Social 360
Studies

Writing 400

Performance on Objectives Non-Mastery Partial- Mastery
Mastery
Objective
Number of Questions Percent Correct Mastery Level
Reading
D01 - Words in Context Total Correct Attempted
D30 - Recall Information
D56 - Evaluate/Extend Meaning 4 3 4 75
D74 - Construct Meaning 5 4 5 80
4 1 4 25
8 4 7 50

Developed and published by CTB/McGraw-Hill LLC, 20 Ryan Ranch Road, Monterey, California, 93940-5703. Copyright © 2017 by CTB/McGraw-Hill LLC. All

rights reserved. Only authorized customers may copy, download or print any portion of the document1l5ocated at www.ctb.com. Any other use or reproduction of this

document, in whole or in part, requires written permission of the publisher. "OAS" is a trademark of McGraw-Hill Education. All other trademarks and trade names found
here are the property of their respective owners and are not associated with the publisher of this OAS.

D101 - Interpret Graphic 4 3 4 75
Information

Average 60

Math Computation

E06 - Multiply Whole Numbers 5 4 5 80

E48 - Subtract Whole Numbers 5 3 5 60

E54 - Add Whole Numbers 6 5 6 83

E69 - Divide Whole Numbers 5 3 5 60

E95 - Decimals 4 3 4 75

Average 72

Applied Mathematics

E07 - Statistics and Probability 2 1 2 50

E21 - Data Analysis 4 4 4 100

E26 - Estimation 2 1 2 50

E65 - Number and Number 5 4 5 80
Operations

E66 - Measurement 3 3 3 100

E73 - Patterns, Functions, Algebra 2 1 2 50

E97 - Problem Solving and 2 1 2 50
Reasoning

E105 - Geometry and Spatial Sense 2 1 2 50

E109 - Computation in Context 3 2 3 67

Average 72

Language

D22 - Paragraph Development 4 1 4 25

D84 - Usage 4 3 4 75

D100 - Punctuation 5 3 5 60

D123 - Sentence Formation 4 3 4 75

D130 - Capitalization 4 4 4 100

D131 - Writing Conventions 4 4 4 100

Average 72

Vocabulary

D03 - Words in Context 8 6 8 75

D41 - Multimeaning Words 4 3 4 75

D45 - Word Meaning 8 4 8 50

Average 65

Language Mechanics

D51 - Sentences, Phrases, Clauses 10 3 10 30

D78 - Writing Conventions 10 4 10 40

Average 35

Spelling

D81 - Vowel 7 4 7 57

Developed and published by CTB/McGraw-Hill LLC, 20 Ryan Ranch Road, Monterey, California, 93940-5703. Copyright © 2017 by CTB/McGraw-Hill LLC. All

rights reserved. Only authorized customers may copy, download or print any portion of the document1l6ocated at www.ctb.com. Any other use or reproduction of this

document, in whole or in part, requires written permission of the publisher. "OAS" is a trademark of McGraw-Hill Education. All other trademarks and trade names found
here are the property of their respective owners and are not associated with the publisher of this OAS.

D94 - Structural Unit 7 2 7 29

D119 - Consonant 6 1 6 17

Average 35

*Total Mathematics consists of Math Computation and Applied Mathematics
**Total Battery consists of Reading, Language and Total Mathematics
***There are six National Reporting System Levels (NRS Levels) assigned to Reading, Language and Total Mathematics scores:

1 - Beginning ABE Literacy
2 - Beginning Basic Education
3 - Low Intermediate Basic Education
4 - High Intermediate Basic Education
5 - Low Adult Secondary Education
6 - High Adult Secondary Education

SAMPLE JUMP MATH STUDENT PLACEMENT PROCESS

Based on this student's average math GE score of 4.4 and the lowest subtopic scores highlighted in this report, lessons
should include targeted instruction on the following identified skills:

1. Subtraction of whole numbers
2. Division of whole numbers
3. Statistics and probability
4. Estimation
5. Word problems - computation in context, problem solving and reasoning
6. Patterns, Functions, Algebra
7. Geometry and Spatial Sense

This student's scores indicate that the majority of initial work should be in strengthening computation skills and
number sense.

This student should begin work in the JUMP Math Grade Level 4.1 book.

Developed and published by CTB/McGraw-Hill LLC, 20 Ryan Ranch Road, Monterey, California, 93940-5703. Copyright © 2017 by CTB/McGraw-Hill LLC. All

rights reserved. Only authorized customers may copy, download or print any portion of the document1l7ocated at www.ctb.com. Any other use or reproduction of this

document, in whole or in part, requires written permission of the publisher. "OAS" is a trademark of McGraw-Hill Education. All other trademarks and trade names found
here are the property of their respective owners and are not associated with the publisher of this OAS.

10 COMMON BARRIERS TO LEARNING MATH – AND THEIR SOLUTIONS
From https://jumpmath.org/jump/en/supporting_research

Resources compiled and created by Rachel Wegner
5/2017

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5/2017

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Resources compiled and created by Rachel Wegner
5/2017

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Resources compiled and created by Rachel Wegner
5/2017

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Resources compiled and created by Rachel Wegner
5/2017

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Resources compiled and created by Rachel Wegner
5/2017

23

HINTS FOR HELPING STUDENTS WHO HAVE FALLEN BEHIND
by John Mighton

In response to questions asked by teachers using the JUMP program, I have compiled some suggestions for
helping students who are struggling with math. I hope you find the suggestions useful. (And I hope you don't
find them impractical: I know, given the realities of the teaching profession, that it is often hard to keep your
head above water.) If you have any suggestions of your own, I would be glad to hear them at:
[email protected]

1. Teaching Number Facts
It is a serious mistake to think that students who don't know their number facts can always get by in
mathematics using a calculator or other aids. Students can certainly perform operations on a calculator, but
they cannot begin to solve problems if they lack a sense of numbers: students need to be able to see patterns
in numbers, and to make estimates and predictions about numbers, in order to have any success in
mathematics. A calculator cannot provide these abilities.

It is much easier to teach students their number facts than is generally believed. In the “Mental Math”
section of the JUMP Teacher’s Manual, you will find a number of effective tricks to help students learn their
number facts (see, for instance, the section “How to Memorize Your Times Tables in Five Days”). After
you have taught the tricks in the manual, I would recommend giving students who need extra practice daily
two-minute drills and tests until they know their facts (you can give a student the same sheet repeatedly until
they have memorized the facts on it – that way you don't have to do a lot of extra work preparing materials).
You might also send home extra work or, whenever possible, ask parents to help their children memorize
certain facts (don't overload the student – you might send home one times table or half a times table per
night). Students might also quiz each other using flash cards. JUMP has shown beyond a shadow of a doubt
that students will memorize material more quickly if their teacher is enthusiastic about their successes, no
matter how small those successes may seem. (You might even have some kind of reward system or
acknowledgment for facts learned.)

Trying to do mathematics without knowing basic number facts is like trying to play the piano without
knowing where the notes are: there are few things you could teach your students that will have a greater
impact on their academic career than a familiarity with numbers.

2. Give Cumulative Reviews
Even mathematicians constantly forget new material, including material they once understood completely.
(I have forgotten things I discovered myself!) Children, like mathematicians, need a good deal of practice
and frequent review in order to remember new material.

Giving reviews needn't create a lot of extra work for you. I would recommend that, once a month, you
simply copy a selection of questions from the workbook units you have already covered onto a single sheet
and Xerox the sheet for the class. Children rarely complain about doing questions they already did a month
or more ago (and quite often they won't even remember they did those particular questions). The most you
should do is change a few numbers or change the wording of the questions slightly. If you don't have time to

Resources compiled and created by Rachel Wegner
5/2017

24

mark the review sheets individually, you can take them up with the whole class (though I would recommend
looking at the sheets of any students you think might need extra help or practice).

3. Make Mathematical Terms Part of Your Spelling Lessons
In some areas of math, in geometry for instance, the greatest difficulty that students face is in learning the
terminology. If you include mathematical terms in your spelling lessons, students will find it easier to
remember the terms and to communicate about their work.

4. Find Five Minutes, Wherever Possible, to Help Weaker Students in Small Groups
Whenever I have taught JUMP in a classroom for an extended time, I have found that I generally needed to
set aside five minutes every few days to give extra review and preparation to the lowest four or five students
in the class. (I usually teach these students in a small group while the other students are working on other
activities.) Surprisingly, this is all it takes for the majority of students to keep up (of course, in extreme
cases, it may not be enough).

I know, given current class sizes and the amount of paperwork teachers are burdened with, that it’s very
hard for teachers to find extra time to devote to weaker students but, if you can find the time, you will see
that it makes an enormous difference to these students and to the class in general. (By investing a little extra
time in your weaker students, you may end up saving time as you won't have to deal so much with the
extreme split in abilities that is common in most classes, or with the disruptive behaviour that students who
have fallen behind often engage in.)

5. Teach Dense Pages in the Workbooks in Sections

Fitting the full curriculum into 300 pages was not an easy task. Some pages in our workbooks are more
cramped than we would have liked, and some pages do not provide enough practice or preparation. If you
feel a worksheet is too dense or introduces too many skills at once, assign only two or three questions from
the worksheet at a time. Give your students extra practice before they attempt the questions on the page:
you can create questions similar to the ones on the page by just changing the numbers or by changing the
wording slightly.

When we reprint the workbooks next year, we will make an effort to fix pages that are too dense, either by
adding extra pages to the workbooks or by moving some of the exercises into the Teacher’s Manuals. We
are presently gathering feedback from teachers in the program about which pages need to be fixed.

6. Change Difficult Behaviour Using Success and Praise
In my experience, difficult children respond much more quickly to praise and success than to criticism and
threats. Of course, a teacher must be firm with students, and must establish clear rules and boundaries, but
I've found it's generally easier to get kids to adhere to rules and to respect others if they feel admired and
successful.

I have worked with hundreds of children with attention deficits and behavioural problems over the past 15
years (even in the correctional system), and I have had a great deal of success changing behaviour using a
simple technique: if I encounter a student who I think might cause problems in a class I'll say: "You're very

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smart. I'd better give you something more challenging." Then I give the student a question that is only
incrementally harder – or that only looks harder – than the one they are working on. For instance, if a
student can add three fractions with the same denominator, I give them a question with four fractions. (I
never give a challenge to a difficult student unless I'm certain they can do the question.) I always make sure,
when the student succeeds in meeting my challenge, that they know I am impressed. Sometimes I even
pretend to faint (students always laugh at this) or I will say: "You got that question but you'll never get the
next one." Students become very excited when they succeed in meeting a series of graduated challenges.
And their excitement allows them to focus their attention and make the leaps I have described in The Myth
of Ability. (Of course you don't have to use my exact techniques: teachers find different ways to praise their
students, but I think passion is essential.)

The technique of raising the bar is very simple but it seems to work universally: I have used it in inner-city
schools, in behavioural classes and even in the detention system and I have yet to meet a student who didn't
respond to it. Children universally enjoy exercising their minds and showing off to a caring adult.

Although JUMP covers the traditional curriculum, the program demands a radical change in the way
teachers deliver the curriculum: JUMP is based on the idea that success is not a by-product of learning, it is
the very foundation of learning. If you aren't willing to give difficult students graduated challenges that they
can succeed at, and if you aren't willing to be excited at their successes, then we would implore you not to
use JUMP.)

In mathematics, it is extremely easy to raise the bar incrementally: I don't know of any other subject in
which a teacher can break skills into such minute steps and can gage so precisely the size of the step and the
student's readiness to attempt a new step. I believe there is no other subject in which it is easier to harness
the attention and enthusiasm of difficult students.

I know that in a big class it's extremely hard to give attention to difficult students, but sometimes a few
fiveminute sessions spent giving a student a series of graduated challenges (that you know they can succeed
at) can make all the difference to the student (and to your stress levels!).

(NOTE: Once students develop a sense of confidence in math and know how to work independently, you
can sometimes allow them to struggle more with challenges: students need to eventually learn that it's
natural to fail on occasion and that solving problems sometimes takes a great deal of trial and error.)

7. Make Math a Priority
I've occasionally met teachers who believe that, because they survived school without knowing much math
or without ever developing a love of the subject, they needn't devote too much effort to teaching math in
their own classes. There are two reasons why this attitude is extremely harmful to students:

• It is easier to turn a good student into a bad student in mathematics than in any other subject:
mathematical knowledge is cumulative; when students miss a step or fall behind, they are often left
behind permanently. Students who fall behind in mathematics tend to suffer throughout their academic
careers and end up being cut off from many jobs and opportunities.

Resources compiled and created by Rachel Wegner
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• JUMP has shown that mathematics is a subject where students who have reading delays, attention
deficits and other learning difficulties can experience immediate success (and the enthusiasm,
confidence and sense of focus children gain from this success can quickly spill over into other subjects).
In neglecting mathematics, a teacher neglects a tool that has the potential to transform the lives of
weaker students.

Resources compiled and created by Rachel Wegner
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Resources compiled and created by Rachel Wegner
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Resources compiled and created by Rachel Wegner
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